Pub Date : 2023-05-26DOI: 10.1177/08959048231174884
Jennifer A. Freeman, Michael A. Gottfried, Taylor K. Odle
Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal Study of 2009, we use decomposition techniques to examine which student, family, and school factors explain gender-imbalanced enrollment in STEMM-focused CTE courses. The results indicate student occupational expectations were the largest contributor to gender gaps across content areas.
{"title":"Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences","authors":"Jennifer A. Freeman, Michael A. Gottfried, Taylor K. Odle","doi":"10.1177/08959048231174884","DOIUrl":"https://doi.org/10.1177/08959048231174884","url":null,"abstract":"Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal Study of 2009, we use decomposition techniques to examine which student, family, and school factors explain gender-imbalanced enrollment in STEMM-focused CTE courses. The results indicate student occupational expectations were the largest contributor to gender gaps across content areas.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88474697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1177/08959048231174879
Nathaniel D. Stewart, K. Beard, Minjung Kim
As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers’ beliefs about their ability to instantiate critical pedagogy— critical pedagogical efficacy. We parametrized a latent path model to examine the additive influence teacher solidarity for justice has on the relationship between teacher justice collaboration frequency and critical pedagogical efficacy. The model estimate indicated the cruciality of teacher solidarity in improving critical pedagogical efficacy beliefs. Our study’s discussion section offers implications for teachers, leaders, policy actors, and critical quantitative researchers contributing to, or planning to join educational justice movements.
{"title":"Using Quantitative Critical Race Methodology to Explore Teachers’ Perceived Beliefs","authors":"Nathaniel D. Stewart, K. Beard, Minjung Kim","doi":"10.1177/08959048231174879","DOIUrl":"https://doi.org/10.1177/08959048231174879","url":null,"abstract":"As critical educational policy scholarship continues to move toward transformational knowledge production, critical and contextualized quantitative methods are central to justice and equity. In this study, the authors used Structural Equation Modeling (SEM), guided by quantitative critical race methodology, to examine teachers’ beliefs about their ability to instantiate critical pedagogy— critical pedagogical efficacy. We parametrized a latent path model to examine the additive influence teacher solidarity for justice has on the relationship between teacher justice collaboration frequency and critical pedagogical efficacy. The model estimate indicated the cruciality of teacher solidarity in improving critical pedagogical efficacy beliefs. Our study’s discussion section offers implications for teachers, leaders, policy actors, and critical quantitative researchers contributing to, or planning to join educational justice movements.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77473842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1177/08959048231174878
Allison Roda, Carolyn Sattin-Bajaj
The widespread expansion of school choice policies has bolstered the consumer-education paradigm where parents compete for what they perceive to be a limited number of high quality schools. In this comparative case study, we examine advantaged White parents’ perceptions of meritocracy in the context of a competitive elementary and high school choice system in New York City. We find that parents’ critique the choice policies and the unfair burdens they place on low-income and immigrant families while engaging in opportunity hoarding to ensure their children’s privileged access to the most competitive schools, all while dismissing claims that school choice is meritocratic. Ultimately, advantaged parents’ suggest returning to neighborhood zoning which would preserve their access to exclusive, high performing schools and avoid the stress and inequities of school choice policies. This study offers further examples of the powerful influence of contradictory White discourse in the context of education policy and reform.
{"title":"Meritocracy and Advantaged Parents’ Perceptions of the Fairness of School Choice Policies","authors":"Allison Roda, Carolyn Sattin-Bajaj","doi":"10.1177/08959048231174878","DOIUrl":"https://doi.org/10.1177/08959048231174878","url":null,"abstract":"The widespread expansion of school choice policies has bolstered the consumer-education paradigm where parents compete for what they perceive to be a limited number of high quality schools. In this comparative case study, we examine advantaged White parents’ perceptions of meritocracy in the context of a competitive elementary and high school choice system in New York City. We find that parents’ critique the choice policies and the unfair burdens they place on low-income and immigrant families while engaging in opportunity hoarding to ensure their children’s privileged access to the most competitive schools, all while dismissing claims that school choice is meritocratic. Ultimately, advantaged parents’ suggest returning to neighborhood zoning which would preserve their access to exclusive, high performing schools and avoid the stress and inequities of school choice policies. This study offers further examples of the powerful influence of contradictory White discourse in the context of education policy and reform.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75428962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1177/08959048231174876
Bingjie Chen, James Cowan, Dan Goldhaber, Roddy Theobald
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value added to student test scores in these years. These findings suggest that the CAP captures aspects of candidates’ skills and competencies that are better reflected in their future performance evaluations than by their impacts on student performance.
{"title":"Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance","authors":"Bingjie Chen, James Cowan, Dan Goldhaber, Roddy Theobald","doi":"10.1177/08959048231174876","DOIUrl":"https://doi.org/10.1177/08959048231174876","url":null,"abstract":"We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value added to student test scores in these years. These findings suggest that the CAP captures aspects of candidates’ skills and competencies that are better reflected in their future performance evaluations than by their impacts on student performance.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74505908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1177/08959048231174886
Christopher Redding, Steven M. Carlo
We use event history analysis on an aggregate dataset from 1997 to 2018 to understand the state-level antecedents associated with the adoption of test-based grade retention policies. Findings indicate that the educational conditions of a state to be more predictive of retention policy adoption than the political, economic, and geographic measures. In particular, a greater share of Black students in a state, lower fourth grade NAEP reading proficiency rates, and larger student enrollments in the early grades were all associated with increased odds of grade retention policy adoption.
{"title":"The Adoption of Test-Based Grade Retention Policies: An Event History Analysis","authors":"Christopher Redding, Steven M. Carlo","doi":"10.1177/08959048231174886","DOIUrl":"https://doi.org/10.1177/08959048231174886","url":null,"abstract":"We use event history analysis on an aggregate dataset from 1997 to 2018 to understand the state-level antecedents associated with the adoption of test-based grade retention policies. Findings indicate that the educational conditions of a state to be more predictive of retention policy adoption than the political, economic, and geographic measures. In particular, a greater share of Black students in a state, lower fourth grade NAEP reading proficiency rates, and larger student enrollments in the early grades were all associated with increased odds of grade retention policy adoption.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89965300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1177/08959048231174881
M. Apple
STEM Education Reform in Urban High Schools critically examines the reality of STEM at a school level in the United States. In essence, its fundamental questions include: What actually happens in schools—and especially to students—when STEM becomes the prime focus? What happens to STEM itself? Given the intense pressures on schools, does STEM often become largely rhetorical? When there are different results, what structures, resources, and commitments explain this? The focus is on two cities—Buffalo and Denver—and on schools that have large populations of minoritized students. In this essay, I discuss the contributions that the authors make to our understandings of the complex and contradictory realities of STEM education. At the same time, I also point to a number of the criticisms of the often uncritical acceptance of STEM and STEAM educational policies and practices.
{"title":"STEM Education and the Contradictory Realities of School Policies: An Essay Review of Eisenhart, M. A., & Weis, L. (2022). STEM Education Reform in Urban High Schools: Opportunities, Constraints, Culture, and Outcomes. Cambridge, MA: Harvard Education Press","authors":"M. Apple","doi":"10.1177/08959048231174881","DOIUrl":"https://doi.org/10.1177/08959048231174881","url":null,"abstract":"STEM Education Reform in Urban High Schools critically examines the reality of STEM at a school level in the United States. In essence, its fundamental questions include: What actually happens in schools—and especially to students—when STEM becomes the prime focus? What happens to STEM itself? Given the intense pressures on schools, does STEM often become largely rhetorical? When there are different results, what structures, resources, and commitments explain this? The focus is on two cities—Buffalo and Denver—and on schools that have large populations of minoritized students. In this essay, I discuss the contributions that the authors make to our understandings of the complex and contradictory realities of STEM education. At the same time, I also point to a number of the criticisms of the often uncritical acceptance of STEM and STEAM educational policies and practices.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74838604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1177/08959048231167169
Michael Little, Austin Gragson
Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date has examined what the association is between attending preschool and school-based parental involvement in early elementary school. This study addresses this gap by drawing on nationally-representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011 ( N = 18,174) to examine the association between preschool attendance and measures of school-based parental involvement in early elementary school. The findings reveal consistent positive associations between preschool attendance and school-based parental involvement. There is little evidence of variation in associations based on the type (e.g., private and Head Start) or location (e.g., center-based and school-based) of the preschool program.
{"title":"Nationally Representative Evidence on the Association Between Preschool and School-Based Parental Involvement in Elementary School","authors":"Michael Little, Austin Gragson","doi":"10.1177/08959048231167169","DOIUrl":"https://doi.org/10.1177/08959048231167169","url":null,"abstract":"Increasing school-based parental involvement—which has links to improved student outcomes like academic achievement—is a core area of focus in many preschool programs. Yet, little research to date has examined what the association is between attending preschool and school-based parental involvement in early elementary school. This study addresses this gap by drawing on nationally-representative data from the Early Childhood Longitudinal Study-Kindergarten Class of 2010 to 2011 ( N = 18,174) to examine the association between preschool attendance and measures of school-based parental involvement in early elementary school. The findings reveal consistent positive associations between preschool attendance and school-based parental involvement. There is little evidence of variation in associations based on the type (e.g., private and Head Start) or location (e.g., center-based and school-based) of the preschool program.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82132583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1177/08959048231163809
B. Grant, Jeffrey A. Haverland, Jessica Kalbfleisch
This study examined the prevalence of student-to-student and staff-to-student sexual harassment in K-12 schools and school district compliance with Title IX using a retrospective survey of young adults. Participants ( n = 511) were asked to describe their knowledge of policies and procedures regarding Title IX, the prevalence of sexual harassment, and the school’s observed response to harassment using a 34-item, anonymous online survey. Descriptive statistics revealed that 13.4% of participants perceived that sexual harassment at their K-12 school district was at a “moderate” or “high” level, 50.1% reported that they either knew someone who experienced sexual harassment by a school employee or experienced it themselves, and 17.4% ( n = 89) of individuals personally experienced one or more incident of staff-to-student sexual harassment. Nearly all (94%) students were unable to identify their Title IX compliance officer and 70% were unaware of how to file grievances. School districts without policies and materials that address sexual harassment had statistically significantly higher rates of harassment than school districts with policies ( p = .01) and materials ( p < .01).
{"title":"Title IX Policy Implementation and Sexual Harassment Prevalence in K-12 Schools","authors":"B. Grant, Jeffrey A. Haverland, Jessica Kalbfleisch","doi":"10.1177/08959048231163809","DOIUrl":"https://doi.org/10.1177/08959048231163809","url":null,"abstract":"This study examined the prevalence of student-to-student and staff-to-student sexual harassment in K-12 schools and school district compliance with Title IX using a retrospective survey of young adults. Participants ( n = 511) were asked to describe their knowledge of policies and procedures regarding Title IX, the prevalence of sexual harassment, and the school’s observed response to harassment using a 34-item, anonymous online survey. Descriptive statistics revealed that 13.4% of participants perceived that sexual harassment at their K-12 school district was at a “moderate” or “high” level, 50.1% reported that they either knew someone who experienced sexual harassment by a school employee or experienced it themselves, and 17.4% ( n = 89) of individuals personally experienced one or more incident of staff-to-student sexual harassment. Nearly all (94%) students were unable to identify their Title IX compliance officer and 70% were unaware of how to file grievances. School districts without policies and materials that address sexual harassment had statistically significantly higher rates of harassment than school districts with policies ( p = .01) and materials ( p < .01).","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79800689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1177/08959048231159919
Kate Menken, Ivana Espinet, Sharon Avni
New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of “school turnaround”—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures.
{"title":"“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround","authors":"Kate Menken, Ivana Espinet, Sharon Avni","doi":"10.1177/08959048231159919","DOIUrl":"https://doi.org/10.1177/08959048231159919","url":null,"abstract":"New York City offers an example of the national trend to expand dual language bilingual education (DLBE) programs, yet only a small proportion of multilingual learners are enrolled in these programs in city schools. Our examination of new DLBE programs in three city schools builds on research about the “gentrification” of DLBE. Specifically, our findings show how school leaders opened DLBE programs to re-engineer the demographics of their student population by enrolling more White, privileged students in the name of “school turnaround”—namely, to increase enrollment and popularity in a school choice context and improve performance on accountability measures.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83982621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.1177/08959048231163803
Mandy Savitz-Romer, Tara P. Nicola, Heather T. Rowan-Kenyon, Stephanie Carroll
This study explores the prevalence and implementation of four key school counseling policies at the state level and to what extent they are monitored for positive impact on the school counseling profession. Drawing on an analysis of state school counseling policy documents and interviews with school counseling leaders from 30 state education agencies, we found that policies vary considerably across states. Within states, the constrained authority of state counseling officials and lack of funded counseling mandates contributed to differences in policy implementation at the local level. These barriers can unintentionally reduce the efficacy of counseling policies and thus their impact on students.
{"title":"A Landscape Analysis of State-Level School Counseling Policy: Perspectives from State Officials","authors":"Mandy Savitz-Romer, Tara P. Nicola, Heather T. Rowan-Kenyon, Stephanie Carroll","doi":"10.1177/08959048231163803","DOIUrl":"https://doi.org/10.1177/08959048231163803","url":null,"abstract":"This study explores the prevalence and implementation of four key school counseling policies at the state level and to what extent they are monitored for positive impact on the school counseling profession. Drawing on an analysis of state school counseling policy documents and interviews with school counseling leaders from 30 state education agencies, we found that policies vary considerably across states. Within states, the constrained authority of state counseling officials and lack of funded counseling mandates contributed to differences in policy implementation at the local level. These barriers can unintentionally reduce the efficacy of counseling policies and thus their impact on students.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81444304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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